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Novice Teachers Perceptions Of Their First Year Induction Program In Urban Schools
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Book Synopsis Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools by : Phyllis A. Charleston-Cormier
Download or read book Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools written by Phyllis A. Charleston-Cormier and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Book Synopsis A Study of Teacher Induction in High Schools of an Urban School District in Georgia by : Shaundra Fears
Download or read book A Study of Teacher Induction in High Schools of an Urban School District in Georgia written by Shaundra Fears and published by . This book was released on 2010 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
Book Synopsis Second-year Teacher Perceptions of a Teacher Induction Program by : Karla W. Eidson
Download or read book Second-year Teacher Perceptions of a Teacher Induction Program written by Karla W. Eidson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program? In addressing this question, this study obtained responses to four sub-questions: 1) Do the second-year teachers? perceptions of the BEST program correlate with their perceived effectiveness as teachers? 2) What are the problems new teachers face? 3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are recognized by these second-year teachers? Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.
Book Synopsis Perceptions of First-Year Teachers in an Urban High School by : Dawn T. Lambeth
Download or read book Perceptions of First-Year Teachers in an Urban High School written by Dawn T. Lambeth and published by LAP Lambert Academic Publishing. This book was released on 2013-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined beginning teachers' perceptions of mentoring and induction. The rationale for the study was that the first years of teaching are typically the most challenging for beginning teachers. Data sources included observations, interviews, and field notes. This study had three objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of beginning teachers; to offer a guide to some of the major issues currently under discussion in the experiences of beginning teachers; and to identify some of the major deficiencies in the existing literature. Data revealed that beginning teachers desired support in classroom management, curriculum and instruction, securing resources, and discipline. Given the amount of teachers who leave the profession within the first five years, this research has the potential to reveal the influencing factors which may lead to a teachers' decision to leave the classroom or remain in the teaching profession. In identifying these factors and creating and implementing effective induction programs and support systems, there may be a way to avoid or at least decrease the high turnover rate of beginning teachers
Book Synopsis A Longitudinal Trend Study of a University-based Teacher Induction Program by : Vickie V Moon Merchant
Download or read book A Longitudinal Trend Study of a University-based Teacher Induction Program written by Vickie V Moon Merchant and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants' perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester university based teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants' perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.
Book Synopsis Learning the Ropes by : Elizabeth F. Fideler
Download or read book Learning the Ropes written by Elizabeth F. Fideler and published by . This book was released on 1999 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Novice Teachers' Perceptions of the Value of Induction by : Stephen J. Lindenmuth
Download or read book Novice Teachers' Perceptions of the Value of Induction written by Stephen J. Lindenmuth and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined novice teachers' perceptions of the value of teacher induction, what supports they need or value, and how they would change the induction process for the betterment of future novice teachers. The study was conducted with novice teachers from two school districts in the Commonwealth of Pennsylvania and utilized a researcher-created survey, open-ended questions, and focus group interviews to collect data from 25 survey respondents and 4 focus group interview participants. The perceptions of participants in this study revealed novices valued most parts of the induction program. However, analysis of the data did reveal that novice teachers perceived the induction program did not adequately provide them with classroom management strategies, information on teacher evaluation, or their legal rights as a teacher. Novice teachers' suggestions for improvement of induction programs include the need to extend induction beyond one year and provide multiple supports such as mentoring, time for professional collaboration, appropriate matching of mentor and novice teacher, increased observation opportunities for mentors, novices and peers, and meaningful and relevant principal feedback. Overall, the novice teachers acknowledged that even with some flaws in the program they valued the induction experience as it was an important contributor in helping them cope with the stress associated with being a first year teacher.
Book Synopsis Supporting New Teachers in an Urban School Setting: A Case Study of Induction Practices by : Christina M. Warner
Download or read book Supporting New Teachers in an Urban School Setting: A Case Study of Induction Practices written by Christina M. Warner and published by . This book was released on 2012 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that teacher quality is the single most critical factor in whether students succeed. However, efforts to improve teacher quality are often offset by the high rates of turnover, with 40-50 percent of public school teachers leaving within the first five years, and even higher rates in schools serving less advantaged students (Ingersoll, 2003). The purpose of this qualitative study was to describe an urban school district's new teacher induction program. For this study, an urban school district was defined as a school district located in an urban area, had high rates of poverty, students of color, and Limited English Proficient students. New teacher induction program was defined as any formal, district-level and site-based support given to any teacher with three or less years of teaching experience. The central research question was: How did the teacher induction program support teachers with three or less years of experience? The sub-questions were: 1. What were the perceptions of the induction program? 2. What professional development activities supported the induction program? 3. What was the structure of the induction program? 4. What were the promising practices reflected in the induction program? 5. How were the special issues in an urban district addressed by the induction program? Interviews were conducted with 15 individuals. Two new teachers at each level (elementary, middle school, and high school) were interviewed along with three principals and four mentors (one elementary, two middle school, and one high school). In addition, the director of induction and the former director of mentoring participated in the study. Five themes emerged from an analysis of the interview transcripts. These themes were: Professional Development, Mentoring, Support, Requirements, and Demands on New Teachers.
Book Synopsis The Impact of Induction on Teacher Retention by : Melissa J. Bonds
Download or read book The Impact of Induction on Teacher Retention written by Melissa J. Bonds and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.
Book Synopsis Beginning Teachers' Perceptions of Activities, Assistance, and Support Provided in North Carolina Induction Programs by : Misty Lee Cowan-Hathcock
Download or read book Beginning Teachers' Perceptions of Activities, Assistance, and Support Provided in North Carolina Induction Programs written by Misty Lee Cowan-Hathcock and published by . This book was released on 2004 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher examined perceptions of third-year teachers on the effectiveness of induction activities, assistance, and support. Four hundred fifty-one third-year teachers from 14 public school systems in the southwest region of North Carolina participated in the study. Urban, suburban, and rural school systems at the elementary, middle, and high school levels were included. The researcher used the Beginning Teacher Induction Practices Questionnaire to survey third-year teachers. From the survey data, descriptive statistics and frequencies counts were obtained for demographic information items and specific induction activities, assistance, and support. Means and standard deviations were analyzed for the effectiveness of teacher induction program components. Participants perceived 13 of 19 induction activities and 11 of 15 types of induction assistance as effective. All types of support by mentor, administrator, and other teachers were perceived as effective by participants. Based on the researcher's findings in this study, third-year teachers in the southwest region of North Carolina indicated overall assistance provided in induction programs was sufficient to experience success during the first years of teaching.
Book Synopsis First-year Teachers' Perceptions of Their Readiness for the Classroom by : Kathryn Pritchard
Download or read book First-year Teachers' Perceptions of Their Readiness for the Classroom written by Kathryn Pritchard and published by . This book was released on 2017 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the impact of teacher preparation programs on novice teachers’ perceived readiness for the classroom. An explanatory sequential mixed-method, three-phase design was used involving two collections of quantitative data and a focus group convened to explore themes that emerged from quantitative data. Data collected suggest whether the type of teacher preparation program completed by a preservice teacher impacts a novice teacher’s perceived sense of readiness for teaching. -- Butin (2010) discussed “translating research into effective practice has been the weak link” (p. 4) in research studies. Studying a potential connection between teacher sense of readiness for the classroom and the needs they identify that will support them in their first year may reduce teacher attrition by providing North Carolina teacher mentor programs access to the types of support teachers feel they need in order to remain in teaching and provide teacher preparation programs with suggestions for focused instruction to meet teacher perceived needs. -- This study found traditionally certified teachers’ perceptions of readiness to teach declined during their first year, whereas lateral entry teachers’ perceptions of readiness to teach increased during their first year. Strategies to address the needs identified by teachers in the study including the needs related to teacher knowledge of learners, knowledge of subject matter, and knowledge of teaching are discussed in relation to the study’s findings.
Book Synopsis Teacher Induction and Mentoring by : Juanjo Mena
Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Book Synopsis A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession by : Delbert C. Ferster
Download or read book A Perceptual Analysis of Novice Teachers' Experience with New Teacher Induction, Professional Growth, and Intent to Remain in the Profession written by Delbert C. Ferster and published by . This book was released on 2010 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined novice teachers' perceptions of their new teacher induction program and the role that the new teacher induction program played in their intent to remain in the profession. Participants in the study included 20 second and third year teachers from a school district in southeastern Pennsylvania. Qualitative data were gathered from all 20 participants who completed the Perception of New Teacher Induction Questionnaire, a 40-item Likert scale instrument that included three open-ended questions designed to allow participants to enhance their Likert responses. Nine participants were interviewed. District documents specifically related to the new teacher induction program and researcher observations of teacher induction meetings provided additional information that was triangulated with questionnaire and interview data. Research findings showed the district effectively and adequately designed and delivered induction activities, which focused on the technical aspects of teaching, such as differentiation of instruction, and assessment, however, data revealed that new teachers perceived many of these topics to be recurrent with topics that comprised their undergraduate education classes. Research findings indicated that participants perceived the mentoring component of the district's new teacher induction program to be effective in aiding novice teachers in their assimilation to the district. Participants perceived their mentors as caring, approachable, possessing a positive outlook regarding education and the role that they played as mentor teachers, and knowledgeable of content area or grade level. Research findings revealed that a significant majority of novice teachers perceived that the district's new teacher induction program increased their self confidence and enhanced their self-efficacy; yet, participants did not indicate that the new teacher induction program promoted their desire to remain in the profession or in the district. In conclusion, participants perceived that the district's new teacher induction program could be improved if it included: more opportunities to collaborate with mentor teachers, or other teachers from the same subject area or grade level, to create lessons that align to district curriculum; the opportunity to have district curriculum at an earlier date, with consistent and on-going opportunities to work with mentor teachers; and, a multi-tiered new teacher induction program that would more effectively address individual needs of novice teachers who exhibit a wide variety of previous teaching experience.
Book Synopsis Past, Present, and Future Research on Teacher Induction by : Jian Wang
Download or read book Past, Present, and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
Book Synopsis Perceptions of an Induction Program from Beginning Teachers and Teacher Mentors in an Urban School District by : Nikketta Wilson
Download or read book Perceptions of an Induction Program from Beginning Teachers and Teacher Mentors in an Urban School District written by Nikketta Wilson and published by . This book was released on 2013 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluation of Peer and Prevention Programs by : David R. Black
Download or read book Evaluation of Peer and Prevention Programs written by David R. Black and published by Taylor & Francis. This book was released on 2012-04-27 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whether you are responsible for planning, implementing, and evaluating peer and prevention programs or simply an outside consultant or evaluator, this book will be an essential guide for your work. This user-friendly training manual provides a blueprint of a step-by-step approach to setting-up an evaluation program that guides you through the planning, development, implementation, data collection, and organization stages, and then communicating the results to others. The authors establish a rationale for program evaluation, explaining how it differs from research, and discuss ways to align the vision, mission, and goals of a program. They then describe several approaches to evaluation and methods for successfully collecting and analyzing data. Methods for reporting the results are also considered and numerous forms and charts are provided to assist with and illustrate the organization, evaluation, and reporting of data. An accompanying CD contains guidelines, handouts, and forms that can be reproduced for your own use in evaluation.
Book Synopsis Beginning Teachers' Perceptions of Their Novice Year of Teaching by : Rebecca Bingham Rees
Download or read book Beginning Teachers' Perceptions of Their Novice Year of Teaching written by Rebecca Bingham Rees and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was an investigation of first-year teachers who completed their teacher preparation program at large, land-grant university in the west (n=16). It explored teachers' perceptions of their first teaching year centered around the questions of challenges and successes they had encountered, whether they felt prepared for their first year by their teacher preparation program, in what areas would they have liked more instruction during their teacher preparation program, and if they felt able to implement developmentally appropriate practices (DAP) within their classroom. Study findings indicated three main areas remarked on by teachers: creating and implementing instruction and assessment; experiences of teachers; and classroom organization, management, and procedures. All of the teachers within the study had comments within the area of creating and implementing instruction and assessment. About 46% of the comments within this theme referred to whether teachers felt able to implement DAP in their classrooms. Almost 77% of teachers reported that they were able to implement DAP within their classrooms. Fourteen of the teachers had comments coded within the theme of experience. Almost 68% of those comments fell within the subtheme of student teaching experience. Over half of the teachers expressed satisfaction with their student teaching experience. Fourteen teachers also commented within the theme of classroom organization, management, and procedures. About 73% of those comments were coded within the subtheme of classroom management. Teachers reported feeling both successful and challenged within this theme, and it was also identified as an area they would have liked more instruction in during their teacher preparation programs. Five less prominent themes were also delineated: special education, teacher intrinsic qualities, teacher characteristics, child and classroom characteristics, and parent and family issues. Study findings demonstrated, as well, that most teachers felt prepared for their first year of teaching by their teacher preparation program. The majority of teachers began first teaching in a public school setting and participants were teaching students ranging from pre-school to first grade. Limitations, implications, and suggestions for future research are discussed.
